The Effectiveness of Online Learning with Facilitation Method

Zulfikar, Ahmad; Muhidin, Aeng; Pranoto, Pranoto; Suparta, Wayan; Trisetyarso, Agung; Abbas, Bahtiar Saleh; Kang, Chul Ho

doi:10.1016/j.procs.2019.11.096

Cited by 35 publications

(29 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This understanding can be shown in the study’s demonstration and explanation of experiences of using e-learning in three different contexts in two countries. While relevant studies (Abuhlfaia and De Quincey, 2019; Aldiab et al, 2019; Al-Fraihat et al, 2020; KurtÖ, 2019; Salloum et al, 2019; Zulfikar et al, 2019) tended to investigate the evaluation, effectiveness, or usability of e-learning and the related tools, for example, LMSs, the researchers, while acknowledging the merits of these discrete foci, have attempted to focus on an understudied topic, that is, the complex nuances, struggles, and dilemmas within the context of policy and practice of e-learning during the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 99%

E-learning in the time of COVID-19: Lived experiences of three university teachers from two countries

Islam

Nur

Talukder

2021

E-Learning and Digital Media

View full text Add to dashboard Cite

This study set out to provide a descriptive yet critical exploration of teachers’ experiences while using e-learning in the context of the 2019 novel coronavirus (COVID-19) pandemic. Using a qualitative phenomenology research paradigm, the study explored first-hand experiences of three university teachers (hence researchers as well) from two countries, that is, Bangladesh and Saudi Arabia. The contexts in which the researchers used e-learning showcased complex, challenging, and dynamic sites, that is, within institutions and individual classrooms. More specifically, the study identified acceptances, struggles, and negotiations at both the macro-level of policy/decision making and the micro-level of online classroom practices. Reflecting on the findings, this article concludes by offering a set of recommendations that might be applicable and useful for similar contexts beyond Bangladesh and Saudi Arabia. The researchers argue for developing a context-based, inclusive, and appropriate e-learning policy guideline that could be utilized during the emergency time now and in the near future.

show abstract

Section: Discussionmentioning

confidence: 99%

E-learning in the time of COVID-19: Lived experiences of three university teachers from two countries

Islam

Nur

Talukder

2021

E-Learning and Digital Media

View full text Add to dashboard Cite

show abstract

“…The development of technology in the field of education has contributed significantly to improving students' learning abilities. The objectives of learning using technology can be achieved well by teachers by designing learning systematically so that learning is more effective and directed [27]. Teachers can use online learning platforms that are in accordance with student conditions to improve learning effectiveness.…”

Section: The Effectiveness Of the Application Of Online Learning As An Alternative To Learning During The Covid-19 Pandemic In Economics mentioning

confidence: 99%

Effectiveness of Online Learning during the Covid-19 Pandemic on Economic Subjects in High Schools

Rahmawati

Hakim

Murwaningsih

2021

Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung,

View full text Add to dashboard Cite

The Covid-19 pandemic has an impact on changing learning methods from faceto-face learning to online learning, learning activities that were originally carried out in schools because of the pandemic must be carried out at home. This learning method then made many teachers use various online learning media as an alternative learning which turned out to cause many complaints from students. The application of online learning due to changes in learning methods is a phenomenon that is studied more deeply by researchers using a descriptive qualitative approach. There are three kinds of data collection techniques used in this research, namely the observation method, the documentation method, and the interview method. All data obtained by the researcher were analyzed in detail, then the validity of the data was carried out using triangulation of techniques and techniques. The findings of this study indicate that the google classroom learning platform is preferred by teachers over other learning platforms such as Edmodo, WhatsApp Group, Zoom.us, and Google Meet. The Google Classroom learning platform is considered effective by teachers and easily accessible by students so that students can learn independently. Many learning features make it easier for teachers to create, modify, and monitor learning so that learning is more interesting, flexible, and a collection of student assignments can be known in more detail.

show abstract

“…Tigowati, Efendi, & Budiyanto (2017) explain that learning by applying online learning media is intended to help conventional learning so that students can easily receive subject matter, as well as teachers in delivering subject matter. The application of online learning is very necessary, so that students and teachers can communicate with each other in order to achieve the expected learning goals (Zulfikar et al, 2019). Organizing education can still be done even though the corona virus is still rampant in Indonesia.…”

Section: Grafik 1 : Application Of Online Learning In Economic Subjectsmentioning

confidence: 99%

“…As an alternative to learning, schools tend to provide flexibility to teachers in delivering material using learning platforms that are tailored to the needs of teachers and students in learning. One of the success factors in using online learning is the ease of access for students and teachers to use appropriate online tools (Zulfikar et al, 2019).…”

Section: Percentagementioning

confidence: 99%

Implementation of Learning During the Covid-19 Pandemic in Economic Subjects in High Schools

Rahmawati¹,

Hakim²,

Murwaningsih³

2021

SHEs

View full text Add to dashboard Cite

<p><em>This research uses a descriptive qualitative approach. The data in this study are primary data and secondary data. The data collection techniques used were observation, documentation and interviews. The validity test in this study uses four validation criteria that must be met, namely 1) credibility, 2) transferability, 3) dependability, and 4) confirmability. This study aims to determine the results of the implementation of learning during the Covid-19 pandemic in economic subjects in high schools which are guided by pandemic conditions which cause changes in face-to-face learning patterns to online-based learning. The conclusion obtained, 97% of the implementation of learning economic subjects is done online. 75.9% of teachers prefer to use google class as a learning platform that helps teachers deliver material to students. Meanwhile, for miling list media such as WhatsApp, it was assessed that 75.9% of teachers were more effective in communicating with students. The implementation of online learning makes the teacher adapt to the situation, makes learning plans that are implemented based on existing conditions, the teacher must schedule learning, the teacher must prepare learning materials that make it easier for students to learn.</em></p>

show abstract

The Effectiveness of Online Learning with Facilitation Method

Cited by 35 publications

References 5 publications

E-learning in the time of COVID-19: Lived experiences of three university teachers from two countries

E-learning in the time of COVID-19: Lived experiences of three university teachers from two countries

Effectiveness of Online Learning during the Covid-19 Pandemic on Economic Subjects in High Schools

Implementation of Learning During the Covid-19 Pandemic in Economic Subjects in High Schools

Contact Info

Product

Resources

About